MATEMÁTICA E A DISTORÇÃO IDADE-ANO: UM ESTUDO SOBRE TRAJETÓRIAS ESCOLARES E CONTEXTOS SOCIAIS

Abstract

This study aims to analyze the relationship between mathematics as a compulsory curricular component and age–grade distortion in basic education, based on the perceptions of students experiencing school delay. Grounded in the Anthropological Theory of the Didactic (ATD), proposed by Yves Chevallard, and in the theoretical contributions of Pierre Bourdieu and Max Weber, the research seeks to understand how social, institutional, and pedagogical factors shape students’ persistence and performance within the educational system. To this end, narratives of young people in age–grade distortion were examined, considering their school trajectories, the challenges they face, and the ways in which they perceive mathematics and the school. The methodological approach draws on Laurence Bardin’s (2011) content analysis, enabling the categorization of students’ accounts into thematic axes related to life trajectory, influences on schooling, challenges within the school environment, and perceptions of the educational institution. The results indicate that, although mathematics is frequently mentioned as a demanding curricular component, its direct influence on school dropout is not as significant as factors such as socioeconomic context, the need to work, and the lack of family support. Additionally, the study shows that public policies aimed at students in age–grade distortion play an important role in supporting school persistence, highlighting the need to maintain and expand initiatives that provide assistance to these students, ensuring completion of basic education. Finally, the findings suggest that mathematics—when accompanied by welcoming teaching practices that value students’ experiences—can contribute to continued s